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Brexit DisclaimerThis website as well as the publications and online tools accessible via this website may contain UK data and analysis based on research conducted before the United Kingdom’s exit from the European Union on 31 January 2020. EU averages or other statistical parameters including the UK reflect the situation in the European Union before 31 January 2020 and should not be considered as representative of the situation in the EU thereafter. Any data or information pertaining to the UK will be gradually phased out from Cedefop’s website, publications and online tools, as ongoing research projects with the United Kingdom’s participation are concluded.

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Cedefop’s ambassadors for tackling early leaving from education and training call for further support to address the needs of learners at risk and ensure their equal access to quality distance learning.

Cedefop formally adopted in May 2020 a policy to support the use of the open access principle for the dissemination of vocational education and training research results free of charge and without restrictions, in Europe and internationally.

Cedefop Executive Director Jürgen Siebel was invited to present the Agency’s activities in the context of the coronavirus crisis to the European Parliament’s Committee on Employment and Social Affairs on 26 May.

Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key aim of the Skills agenda for Europe. But to be impactful, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse...

According to Cedefop’s skills forecast, in the sectors with a medium-high and high impact of coronavirus on economic activity, around one-fifth to one-quarter of the new jobs expected to be created up to 2030 are at risk of automation. This amounts to around 1.4 million jobs at stake in...

In cooperation with Cedefop’s Research Support Centre, the VET Toolkit for tackling early leaving now offers to their users a direct access to a large number of relevant publications on early leaving from VET, through two sets of...

A new social training project intends to provide inmates with digital skills to help them reintegrate into the labour market. It includes, in its initial phase, two basic courses carried out in the penal institution of Leiria (EPL). The courses are promoted by the...

The qualification initiative Digital change Q 4.0 (Digitaler Wandel Q 4.0) aims to support and qualify teachers and trainers. It focuses on the development of specific qualification programmes primarily for in-company trainers, but also for VET school teachers and experts involved in...

Cedefop invited experts from its CareersNet network to provide an initial assessment of how the coronavirus health emergency has affected the delivery of career and lifelong guidance in their country or region. Responses suggest a seismic shift towards online learning and guidance...

Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key pillar of the Skills agenda for Europe. But to have an impact, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to...

The world has changed in a few short weeks; to counter the Covid-19 pandemic all classes and most jobs have been suspended. Education and labour authorities are developing measures to address the absence of classroom-based education and reduce its impact on learners’ performance and...

The five-year collaboration between the education ministries and other stakeholders in Latvia, Lithuania and Estonia seeking common approaches to work-based learning (WBL) and WBL tutor training is bearing fruit.

Cedefop analysed recent Europass activity to glean information on the impact of the coronavirus pandemic on national labour markets. Results show a correlation between the number of CVs generated online and the seriousness of the coronavirus crisis in each country.

The SKILLCO Erasmus+ international construction project 2017-20 was successfully completed with 923 individuals participating in the pilot training sessions for four previously identified as missing sectoral skills in three...

The first evaluation of the three-year apprenticeship pilot carried out in 2018 showed that 30 out of 32 companies plan on taking on the apprentice. Most apprentices were satisfied and would choose the same path again.

By 2022, the MUNERA 3 project will enable at least 17 640 employees to participate in a short non-formal continuing vocational education and training (CVET) training course improving their general or professional knowledge and competences.

Worker and employer survey reveals that building and construction have a strong connection to the labour market leading to permanent employment. Health care, childhood and youth development meet the overall needs of the labour market, but lead more often to part-time, temporary, and on-call jobs...

Although adult participation in training is increasing in Italy, the country remains behind both the European average and the target for adult participation in lifelong learning, according to the analysis on continuing vocational training (elaboration of labour force survey (LFS) data). The...

Danish Parliament decided to consolidate patchwork of introductory courses and training for people under 25 without a general or vocational upper secondary education under one institution to provide better learning pathways.

Despite being recognised as among the most vulnerable to the COVID-19 pandemic [1], refugees across the EU and beyond are stepping up to support local communities in fighting against the COVID-19 pandemic, a reminder that – vulnerable or not – refugees have skills...